conditional adj. 1.帶有條件的,有限制的;視…而定的。 2.【語(yǔ)法】條件的,假設(shè)的。 3.引起條件反射的。 n. 【語(yǔ)法】條件子句,條件詞。 be conditional on [upon] 在…條件下,以…為條件,取決于。 n. -ity 受限制性,有條件性,制約性;條件限制。 adv. -ly
knowledge n. 1.知識(shí);學(xué)識(shí),學(xué)問。 2.了解,理解;消息。 3.認(rèn)識(shí)。 4.〔古語(yǔ)〕學(xué)科。 5.〔古語(yǔ)〕性關(guān)系。 book knowledge書本知識(shí)。 K- is power. 〔諺語(yǔ)〕知識(shí)就是力量。 practical knowledge實(shí)際的知識(shí)。 secondhand knowledge第二手知識(shí),傳授來的知識(shí)。 working knowledge of French 法語(yǔ)知識(shí)學(xué)到能應(yīng)用的地步。 I have no knowledge of London. 我對(duì)倫敦毫無所知。 It is within your knowledge that ... 這是你所知道的。 The knowledge of our victory caused great joy. 我們獲得勝利的消息傳來,萬眾歡騰。 perceptual knowledge感性認(rèn)識(shí)。 logical [rational] knowledge理性認(rèn)識(shí)。 the theory of knowledge【哲學(xué)】認(rèn)識(shí)論。 branches of knowledge學(xué)科。 carnal knowledge性經(jīng)驗(yàn);【法律】性關(guān)系。 come to sb.'s knowledge被某人知道。 common [general] knowledge眾所周知,常識(shí)。 grow out of (sb.'s) knowledge被忘掉了。 have some [a general, a thorough] knowledge of 懂得一點(diǎn),懂得一個(gè)大概,精通。 not to my knowledge我知道并不是那樣。 out of all knowledge(變得)認(rèn)不出來,無法辨認(rèn)。 to my knowledge據(jù)我知道。 to sb.'s certain knowledge據(jù)某人確知。 to the best of my knowledge據(jù)我所知,就我所知而論(=so far as I know)。 Too much knowledge makes the head bald. 〔諺語(yǔ)〕知識(shí)太多老得快。 without sb.'s knowledge 不通知某人,背著某人。
During the second stage , books related to science teaching were provided to the teachers in order to strengthen their subject matter skills and the theoretical part of the conditional knowledge . at the same time , efforts were made to improve the operational part of the conditional knowledge as well as their pedagogical skills , so as to achieve the transformation of the concept of science teaching through improved teaching skills 在第二階段的行動(dòng)中,研究者一方面為三位教師提供了一些相關(guān)的書籍,以便他們?cè)谧詫W(xué)中擴(kuò)充各自的本體性知識(shí)與條件性知識(shí)中的理論部分;另一方面在教學(xué)實(shí)踐中為三位教師擴(kuò)充條件性知識(shí)中的操作部分與實(shí)踐性知識(shí),力圖使他們?cè)凇疤岣吣芰Α敝袑?shí)現(xiàn)“觀念轉(zhuǎn)變” 。
Their interest in emotional learnings are at latent stage ; 2 ) while teachers emphasize more conditional knowledge learning than noumenal knowledge learning at conceptive level , in reality they focus on acquiring practical knowledge ; 3 ) while teachers are eager to acquire the latest knowledge and theories at conceptive level , in actual training process they emphasize the effectiveness of training , their perceived learnings and teaching skill improvement 就具體的學(xué)習(xí)內(nèi)容而言,觀念上教師們最想學(xué)的是教育教學(xué)理論知識(shí)和學(xué)科前沿知識(shí),但是在具體的培訓(xùn)中,他們又很強(qiáng)調(diào)培訓(xùn)的實(shí)效性,非常注重自己的實(shí)際感受,強(qiáng)調(diào)學(xué)科教學(xué)技能學(xué)習(xí)的重要性,教育科研能力則被認(rèn)為是自己最缺乏又最需要學(xué)習(xí)的內(nèi)容,思想觀念的更新并不像人們想象的那樣被重視。